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The core instruction takes place daily in a 60-minute classroom session led by the teacher. Beginning in 2022, the elementary mathematics Core program is McGraw Hill’s Florida Reveal Math. Florida Reveal Math is aligned to Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards for Mathematics. This program was authored by mathematical content experts and expert authors to create a program guided by validated academic research and classroom best practices. During the development, intentionality was given to make sure students build deep conceptual understanding and develop proficiency with essential concepts and skills.

Kindergarten - 5th grade students  
(Log in with student's DCPS username & password)

Log into McGraw-Hill's Florida Reveal Math   

Centers are designed for intervention and enrichment of mathematics instruction and take place daily in a 30-minute session. There are three components: a teacher-led center to meet students’ differentiated needs in small groups; a computer center where students work on lessons within their online blended learning instructional program and teacher-made centers where students work on games and instruction in a cooperative manner or individually. Differentiated centers support students on their individualized path by working on a variety of tasks to reinforce their understanding, build their proficiency, and/or extend their thinking about mathematical concepts and skills.

Providing Math Interventions for Students Identified with a Substantial Math Deficiency

Section 1008.25(6)(a), Florida Statutes

 (6) MATHEMATICS DEFICIENCY AND PARENTAL NOTIFICATION.—

(a) Any student in a Voluntary Prekindergarten Education Program provided by a public school who exhibits a substantial deficiency in early mathematics skills and any student in kindergarten through grade 4 who exhibits a substantial deficiency in mathematics or the characteristics of dyscalculia based upon screening, diagnostic, progress monitoring, or assessment data; statewide assessments; or teacher observations must:

1. Immediately following the identification of the mathematics deficiency, be provided systematic and explicit mathematics instruction to address his or her specific deficiencies through either:

a. Daily targeted small group mathematics intervention based on student need; or

b. Supplemental, evidence-based mathematics interventions before or after school, or both, delivered by a highly qualified teacher of mathematics or a trained tutor.

2. The performance of a student receiving mathematics instruction under subparagraph 1. must be monitored, and instruction must be adjusted based on the student’s need.

3. The department shall provide a list of state examined and approved mathematics intervention programs, curricula, and high-quality supplemental materials that may be used to improve a student’s mathematics deficiencies. In addition, the department shall work, at a minimum, with the Florida Center for Mathematics and Science Education Research established in s. 1004.86 to disseminate information to school districts and teachers on effective evidence-based explicit mathematics instructional practices, strategies, and interventions.

4. A school may not wait for a student to receive a failing grade at the end of a grading period or wait until a plan under paragraph (4)(b) is developed to identify the student as having a substantial mathematics deficiency and initiate intensive mathematics interventions. In addition, a school may not wait until an evaluation conducted pursuant to s. 1003.57 is completed to provide appropriate, evidence-based interventions for a student whose parent submits documentation from a professional licensed under chapter 490 which demonstrates that the student has been diagnosed with dyscalculia. Such interventions must be initiated upon receipt of the documentation and based on the student’s specific areas of difficulty as identified by the licensed professional.

5. The mathematics proficiency of a student receiving additional mathematics supports must be monitored and the intensive interventions must continue until the student demonstrates grade level proficiency in a manner determined by the district, which may include achieving a Level 3 on the statewide, standardized Mathematics assessment. The State Board of Education shall identify by rule guidelines for determining whether a student in a Voluntary Prekindergarten Education Program has a deficiency in early mathematics skills or a student in kindergarten through grade 4 has a substantial deficiency in mathematics.

 *Click link to read more information  Section 1008.25(6)(a), Florida Statutes

CPALMS - Tutorial: FloridaStudents.org for Caregivers

FLDOE - MATHEMATICS-AT-HOME PLAN RESOURCES

The linked resources below provide ideas for encouraging and supporting learning at home. Click on each grade-level link below to access the resource.

Math at Home is a collection of K-5 activities that families can do together.  CLICK HERE

Click the Virtual Math link above for access to virtual manipulatives to support math in action.